DSPS Title 5 Training 1. Title 5 DSPS Regulations & Guidelines Effective October 16 2015...

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DSPSTitle 5 Training

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Title 5 DSPS Regulations & Guidelines

Effective October 16 2015Implementation Delayed Until July 1, 2016

3 Objectives: Provide review of new Title 5 Regulations with

emphasis on major changes; Provide an overview of the depth and breadth of the

new Title 5 Guidelines; Discuss specific information on each significant

change to regulations; Discuss methods for integrating changes into program

activities; Discuss implementation date and process for gradual

adoption of new regulations. (January - July 1, 2016)

4Title 5 Regulations and Guidelines

Title 5 Regulations provide the funding mechanism for DSPS programs based on the number of students served and the types of disabilities these students have. These Title 5 funds are intended to cover the costs of serving students with disabilities, however, with or without state funding, students with disabilities still need to be served.


The Guidelines are designed to provide technical assistance to college staff in administering DSPS programs. They provide guidance to the colleges in their legal and fiscal responsibilities to DSPS and students with disabilities.


It is the responsibility of the colleges to establish programs, policies, and procedures which meet the requirements of these Title 5 regulations and other relevant statutes and regulations such as the Americans with Disabilities Act, as amended, and Sections 504 and 508 of the Rehabilitation Act.

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The New Title 5 Regulations

8 Language/Terminology Updates Support Services to

Academic Adjustments, Auxiliary Aids and Service

DSPS Professional Staff to Certificated Staff

Student Education Contract to Academic Accommodation Plan

Regular Class to General Class

Special Class Instruction to Educational Assistance Class

Direct Excess Costs to Allowable Expenses

Indirect Administrative Costs to Non-Allowable Expenses

9 Section 56001 Definitions Definition section describing:

Academic Adjustments, Auxiliary Aids and Services

Fundamental Alteration Educational Limitation Educational Assistance Classes Certificated Staff Academic Accommodation Plan

10 Section 56000 Scope of Chapter Expanded guidelines for subsections (a) through (f) Of note:

Subsection 56000(c) DSPS funds may only be used for services for a student

enrolled in state supported educational programs or courses and be consistent with state policy and funding requirements.

For example, DSPS funds cannot be used to provide services for students with disabilities in community service fee-based classes, since they are not state supported activities. DSPS funds cannot be used for services related to co- or extra-curricular activities which are not part of a class or program. On the other hand, DSPS funds may be used to assist enrolled students with disabilities with access to other college programs such as Financial Aid, EOPS or tutoring which is a state funded program.

11 Section 56000 Scope of Chapter (Cont.)

For the first time introduces the term fundamental alteration into the regulations “Subsection 56000 (e)…not include any change to

curriculum or course of study that is so significant that it alters the required objectives or content of the curriculum in the approved course outline thereby causing a fundamental alteration..”

12 Fundamental Alteration (cont.) Section 56027 provides a detailed break-down

of what constitutes a fundamental alteration, and,

The process that is required to determine if the proposed academic adjustment, auxiliary aid(s) or service is a fundamental alteration or not.

Opportunity to develop a policy and procedures that all faculty and staff could follow.

13 Fundamental Alteration (cont.) Identify department standards Ensure all instructors are on the same page Opportunity to bridge your SLOs with:

Essential Functions Universal Design

OCR looks for consistency across department!

14 Section 56006 Determination of Eligibility

Determination of Eligibility The change here is the addition of the term

“Certificated Staff.” These are the individuals who can make the determination of eligibility and determine academic adjustments, auxiliary aids, services and/or instruction.

Certificated staff are academic employees such as coordinators/directors, counselors, LD specialists.

15 Determination of Eligibility (Cont.) The Implementation Guideline for this section states

the general principles related to determination of disability and the three ways a disability can be determined by DSPS certificated staff: Personal observation in conjunction with student

self-report Review of existing documentation Assessment

16 Determination of Eligibility (Cont.)

Student Self-report

Observation

Documentation

Verification

Interactive Process

17 Section 56022 Academic Accommodation Plan (AAP)

Academic Accommodation Plan Emphasizes the collaborative and deliberative process

of determining the most appropriate academic adjustments, auxiliary aids, services and/or instruction.

Must have documented process, which can be in an electronic or paper format.

Evidence of interactive process (student signature is clearest and easiest indication.)

No need for annual signature.

18Academic Accommodation Plan (AAP)

{Cont.} The “deliberative and collaborative process”

may be documented through standardized forms as described in the “Documentation “ section, and/or through narrative notes describing the interaction(s) between certificated DSPS staff and the student.


{Cont.} The Academic Accommodation Plan (AAP) may take different

forms and have different titles at each college. The important factor is that there is a record of the academic adjustments, auxiliary aids services and/or instruction approved for each student. There may be a single accommodation plan generated when the student first applies for DSPS services, which is then referred to while determining appropriate academic adjustments, auxiliary aids and services per class, per academic term. Or there may be multiple accommodation plans, which list the academic adjustments, auxiliary aids services and/or instruction determined and documented for each class in each academic term.


{Cont.} Regardless of the format, the requirement is

that there must be a record of the interactive process and the academic adjustments, auxiliary aids services and/or instruction that have been approved for the student for each class.

The auditors will want to see a record of the process and outcome.

Sample AAP provided.

21 Section 56026 Academic Adjustments, Auxiliary Aids and

Services Long list removed from regulation Updated non-exclusive list in guidelines

Remember: Technologies and services may change, not everything is listed!

Section 56030 Reporting Requirements

Verification of disability should provide for accountability to ensure that only students with disabilities receive DSPS services.

To the greatest extent possible, students should be reported correctly to the Chancellor’s Office by type of disability to support the allocation of accurate and equitable DSPS funding.

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23Section 56030 Reporting Requirements (Cont.)

In terms of reporting a student in a specific disability category, documentation from external sources which is used to verify a student’s disability should be evaluated to ensure it speaks directly to the student’s disability.

As always DSPS certificated staff should use their professional judgment in making their determinations.

Section 56030 Reporting Requirements (Cont.)

What disability category do I choose for reporting? Remember the purpose of this is for DSPS funding/allocation.

Obtaining verification of disability should not pose undue burdens on the student with a disability and thus multiple methods to indicate the presence of a disability should be utilized in the verification process, including self-report.

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25 Section 56030 Reporting Requirements (Cont.)

The Implementation Guidelines are NOT requirements, but ensure that audit requirements will be met if they are followed. If a college uses alternate methods in identification/verification of disability, the burden of proof that the verification correctly identified the disability condition is on the college.

26 Section 56030 Reporting Requirements

Use your Professional Judgement

Common Sense Rules!!!

27 Sections 56032-56044 Disability Categories

56032 Physical Disability

56034 Deaf and Hard of Hearing

56035 Blind and Low Vision

56036 Learning Disability

56037 Acquired Brain Injury

56038 Attention-Deficit Hyperactivity Disorder (ADHD)

56039 Intellectual Disability

56040 Autism Spectrum 56042 Mental Health

Disability 56044 Other Health

Conditions and Disabilities

28 Section 56032 Physical Disability

Physical disability is defined as a limitation in locomotion or motor functions. These limitations are the result of specific impacts to the body’s muscular-skeletal or nervous systems, and limit the student’s ability to access the educational process. A physical disability can be verified by various methods

described below. In conjunction with the student self-report, direct

observation by a certificated DSPS staff member.

29 Section 56032 Physical Disability Cont. Existing documentation from a medical facility, another

public or private non-profit agency serving people with disabilities such as Department of Veterans Affairs, Department of Rehabilitation, K-12, Independent Living Center, disability specific agency, DMV, Social Security, etc.

Documentation from a physician, physician’s assistant, or nurse practitioner etc.

Note: Visual Impairment moved from this category to new category Section 56036

30 Section 56034 Deaf and Hard of Hearing (DHH)

Was Communication DisabilityDeaf and Hard of Hearing (DHH) is defined as a total or partial loss of hearing function that limits the student’s ability to access the educational process. Deafness or hard of hearing is interpreted to mean a

functional loss in hearing and can be verified as follows: In conjunction with the student’s self-report, by direct

observation of a DSPS staff member of a cochlear implant or consideration of the student’s oral communication or signing skills.

31 Section 56034 Deaf and Hard of Hearing (DHH)

By review of existing documentation from an audiologist, physician, physician’s assistant, or nurse practitioner, other public or private non-profit agency serving people with disabilities such as Department of Veterans Affairs, Department of Rehabilitation, K-12, Independent Living Center, disability specific agency, DMV, Social Security, etc.

Note: Speech and Language Impairments moved to Other Health Conditions and Disabilities

32NEW Section 56035 Blind and Low Vision

Blindness and low vision is defined as a level of vision that limits the student’s ability to access the educational process. Blindness or low vision can be verified by

various methods described below. In conjunction with students’ self-report of

their disability, direct observation by a certificated DSPS staff member.

33 NEW Section 56035 Blind and Low Vision

Existing documentation from another public or private non-profit agency such as Department of Veterans Affairs, Department of Rehabilitation, K-12, Independent Living Center, disability specific agency, DMV, Social Security, etc.

Documentation from a physician, physician’s assistant, or nurse practitioner.

Emphasis should be given to the quality of the documentation rather than recency.

34 Section 56036 Learning Disability (LD)

Learning disability (LD) is defined as a persistent condition of presumed neurological dysfunction which may exist with other disabling conditions. The dysfunction is not explained by lack of educational opportunity, lack of proficiency in the language of instruction, or other non-neurological factors, and this dysfunction limits the student’s ability to access the educational process.

35 Section 56036 Learning Disability (LD) To be categorized as a student with a learning

disability, a student must meet the following criteria through psycho-educational assessment verified by a qualified specialist certified to assess learning disabilities:

(a) Average to above-average intellectual ability; and

(b) Statistically significant processing deficit(s); and/or

(c) Statistically significant aptitude-achievement discrepancies.

36Section 56036 Learning Disability (LD) {Cont.}

In keeping with the ADAA, when verifying LD, the first step is to work with the student to determine if existing documentation is available which indicates they have LD or received services or accommodations based on their LD. If so, this information is sufficient to verify the student has LD and to report them for funding in the LD category.


If there is prior documentation, LD can be verified: By a review, by a Learning Disability Specialist or other

DSPS Certificated staff person of documentation provided by outside agencies or an outside licensed/credentialed professional that demonstrates the student meets the Title 5 definition of a learning disability.


By the presentation to a Learning Disability Specialist, or if a Learning Disability Specialist is not available to another DSPS Certificated staff person of a public or private school IEP or similar documentation, that designates a specific learning disability, and through the interactive process determines that the student meets the Title 5 definition of a learning disability.

39Section 56036 Learning Disability (LD) {Cont.} If there is no existing documentation which can verify

LD, then an assessment should be conducted by college staff to verify if the student has LD. Such assessment should be conducted:

By a Learning Disability Specialist using the Chancellor’s Office officially approved California Community College Learning Disability Eligibility and Services Model (CCCLDESM);

OR

40Section 56036 Learning Disability (LD) {Cont.} Through the use of professionally accepted assessment

measures which demonstrate that the student meets the Title 5 definition of learning disability. In such cases, the college must provide acceptable documentation to the Chancellor’s Office for each student on 1) the reason(s) for not using the CCCLDESM and 2) justification on how the assessment process utilized meets professionally accepted standards for the determination of the presence of LD as defined in this section.

41Section 56036 Learning Disability (LD) {Cont.} With the support of the Learning Disabilities

Field Advisory Group, the Chancellor’s Office is updating the form for ‘Evaluation of Outside Documentation’ for Spring 2016 release.

The form will assist LD Specialists and DSPS Certificated staff in evaluating outside documentation such as an IEP or reports from outside agencies.


The new implementation guidelines allow DSPS certificated staff to review and verify LD based on outside documentation.

When students need to be assessed, the CO considers it effective practice to use the Learning Disability Eligibility and Services Model (LDESM) to identify students with LD.


When needed, both cognitive and achievement testing should continue to be administered, even though Measured Achievement is no longer required by the LD definition.

44Section 56037 Acquired Brain Injury

(ABI)Note: New section number was 56038Acquired Brain Injury (ABI) is defined as a deficit in brain functioning which results in a total or partial loss of cognitive, communicative, motor, psycho-social and/or sensory-perceptual abilities, and limits the student’s ability to access the educational process.ABI can be verified by: Student self report combined with direct observation by a DSPS certificated

staff person if the effects of the brain injury are observable in the student’s speech, mobility, or behavior.

Documentation from an appropriate licensed professional such as physician, neurologist, neuropsychologist, physician’s assistant or nurse practitioner.

Documentation from another public or private non-profit agency such as Department of Veterans Affairs, Department of Rehabilitation, K-12, Independent Living Center, disability specific agency, DMV, Social Security, etc.

45NEW Section 56038 Attention-Deficit

Hyperactivity Disorder (ADHD)Attention-Deficit Hyperactivity Disorder is defined as a neurodevelopmental disorder that is a persistent deficit in attention and/or hyperactive and impulsive behavior that limits the student’s ability to access the educational process. An Attention Deficit Hyperactivity Disability can be verified by; Review by a DSPS certificated staff person of outside

documentation by a professional with the appropriate license such as a medical doctor, physician’s assistant, psychologist, or licensed clinical social worker or marriage and family therapist.

Review by a certificated DSPS staff person of documentation from a public or private agency such as an IEP or Section 504 Plan or psychoeducational academic reports.

46 Section 56039 Intellectual Disability (ID)Note: Change of terminology from DDL to ID and new section number.Intellectual disability (ID) is defined as significant limitations both in intellectual functioning and in adaptive behavior that affect and limit the student’s ability to access the educational process. An individual may have an intellectual disability when:

the person's functioning level is below average intellectual ability; and

the person has significant limitations in adaptive skill areas as expressed in conceptual, social, academic and practical skills in independent living and employment; and,

the disability originated before the age of 18.

47 Section 56039 Intellectual Disability (ID) {Cont.}

This disability can be verified by a certificated DSPS staff member using the documentation from a referring agency. The student should be reported in the Intellectual Disability category by meeting one of the two standards described below: the student has documentation from the Regional

Center, school or other agency such as the Department of Rehabilitation identifying the student as having an intellectual disability or documentation that shows the student’s earned standard score was less than or equal to 70 on an ability assessment procedure; or

48 Section 56039 Intellectual Disability (ID) {Cont.} the student has an earned score 84 or below on an ability

assessment procedure and at least one of the seven following indicators

history of special education history of sheltered or supported employment history of unemployment or limited entry level

employment dependent/semi-independent living environment client status with the state Department of Rehabilitation client status with the Regional Center academic skill deficiency

49NEW Section 56040 Autism Spectrum

Autism Spectrum disorders are defined as neurodevelopmental disorders described as persistent deficits which limit the student’s ability to access the educational process. Symptoms must have been present in the early developmental period, and cause limitations in social, academic, occupational, or other important areas of current functioning. This disability can be verified by a certificated DSPS staff member using the documentation from a public or private agency that states the student meets one of the three criteria described below: the student is a client of the Regional Center identified as having autism

spectrum disorder; or the student is a client of the Department of Rehabilitation identified as having

autism spectrum disorder; or the student has documentation from a school psychologist, licensed psychologist,

or physician identifying them as having autism spectrum disorder; or the student has an IEP or Section 504 Plan or a record of having received

accommodations based on having autism spectrum disorder.

50Section 56042 Mental Health

DisabilityMental Health disability is defined as a persistent psychological or psychiatric disability, or emotional or mental illness that limits the student’s ability to access the educational process. For purposes of this subchapter, conditions that are not described and/or excluded in the American Psychiatric Association Diagnostic and Statistical Manual (DSM) or the Americans with Disabilities Act (ADA) are not covered in this category. A mental health disability may be verified by a DSPS certificated staff member using

documentation from: A public or private agency such as the Department of Mental Health, a psychosocial

service agency, the Department of Rehabilitation or a public or private school identifying the student as having a mental health disability or

documentation from a licensed psychologist, physician, licensed marriage and family therapist, or clinical social worker identifying them as having a mental health disability or

For students with substance abuse disorders, verification of disability and proof of participation in a treatment program may be obtained from a 12-step group leader or other treatment provider.

51Section 56044 Other Health Conditions and Disabilities

This category includes all students with disabilities, as defined in Section 56002, with other health conditions, and/or disabilities that affect a major life activity, which are otherwise not defined in Sections 56032-56042, but which limit the student’s ability to access the educational process. A health condition or other disability can be verified by various methods described

below. In conjunction with the student self-report, direct observation of the effects of the

health condition or speech disability by a certificated DSPS staff member. Existing documentation from a medical facility, another public or private non-profit

agency serving people with disabilities such as Department of Veterans Affairs, Department of Rehabilitation, K-12, Independent Living Center, disability specific agency, DMV, Social Security, etc.

Documentation from a physician, physician’s assistant, or nurse practitioner. In the case of a speech disorder, by a licensed speech professional or

documentation from a public or private agency identifying the person as having a speech disorder.

52 Section 56046 DSPS Program Plan

DSPS Program Plan can be a unit plan or whatever your college is using for internal strategic planning as long as it meets the requirements.

53 Section 56048 Staffing Emphasizes the need for sufficient certificated staff

to provide timely and effective services. Provides much more detail about the many

responsibilities the coordinator or director may have. Updates the alignment between 56048 and Section

53414 (minimum quals) by adding LD Specialist (53414 changes approved by Academic Senate and will go to BOG for approval in 2016.)

54 Section 56062 Provision of Academic Adjustments, Auxiliary Aids, Services and/or Instruction Provision of Academic Adjustments, Auxiliary Aids, Services

and/or Instruction Student is enrolled in an Educational Assistance Class or Is enrolled in a general class and receives one or more service

contacts each semester the student attends.NOTE: Semester effectively means Term.

55 Section 56064 Allowable Expenses

DSPS funds cannot be spent on the salary/benefits of employees on long-term medical, administrative/disciplinary, or family leave

Equipment used by DSPS staff in the process of serving DSPS students with allowable DSPS services must have Chancellor’s Office approval.

56 Section 56068 Non-Allowable Expenses (Cont.)

To receive an exception for the cost of minor architectural barrier removal or modification that exceeds 1% of the current years DSPS allocation the college will be required to submit a written request for an exemption to the Chancellor’s Office. To receive an exception to this 1% cap, colleges must utilize Chancellor’s Office approved criterion (page 88 of the Implementation Guidelines)and provide a written submission to the Chancellor’s Office.


If senior administration personnel such as a Dean or Vice-President is the DSPS Coordinator having day-to-day operational responsibility for DSPS then DSPS funds can be used for the applicable percent of FTE spent on DSPS.


Long-term leave DSPS funds may not be spent on salary and

benefits of employees on long-term medical, administrative/disciplinary, or family leave.

This is new to DSPS but aligns with other categorical programs

59 Section 56072 Allocations; Reports; Audits; Adjustments

Authorizes Chancellor’s Office to increase the amount of DSPS funding currently determined by College Effort from up to 10% to up to 20%, if approved and would not take effect until academic year 17-18.

This is not a new mandate – college effort is unique to DSPS

60 Phasing in the New Title 5 RegulationsRegulations became effective October 16, 2015

Auditors will be instructed to use current Title 5 regulations for this academic year.

Beginning academic year 2016-17 the district auditors will shift to using the new regulations, so you have six months to prepare.

MIS Considerations for new disability categories: ADHD Autism Spectrum Training will be provided by MIS Director and DSPS,

providing timelines for making changes to the SD Data Element.

61 Webinars and Further Information

Two webinars are planned: Monday, February 22 Wednesday, April 20

New ideas/best practices that are identified throughout the 8 workshops will be posted to the DSPSSolutions website. www.dspssolutions.org

New documents/sample forms will also be posted.

http://www.dspssolutions.org/

62 Thank You

DSPS Title 5 Training 1. Title 5 DSPS Regulations & Guidelines Effective October 16 2015...

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